Category A: Organization for Student Learning

A4

• To what extent are the school administration and staff qualified for their assigned responsibilities?
• To what extent are the school administration and staff committed to the school’s philosophy and mission?
• To what extent does the school administration and staff engage in ongoing spiritual and professional development that promotes student learning?
• To what extent do the administration and staff lead by example and work to create a community of faith?

Suggested Areas to Analyze:

• employment policies/practices related to qualification requirements
• staff assignments to maximize use of their expertise that will result in student achievement
• the feeling of the teachers about their sense of efficacy in their work as they translate the expected schoolwide learning results into reality in their classes
• the degree to which school leadership supports professional development with time, personnel and fiscal resources
• the extent to which the written professional growth plans are challenging and implemented
• the description of how the plan was developed and how priorities were set
• the description of follow-up to professional development activities
• the perceptions of the staff members about the philosophy and mission and effectiveness of professional development
• the evaluation procedures utilized and their effectiveness in promoting professional growth
• the degree of participation in professional opportunities that will promote student learning
• the degree to which the environment enables teachers to focus on students accomplishing the expected schoolwide learning results
• the degree to which religious studies staff support the Certification Process for Catholic High School Religion Teachers
• the degree to which leadership supports the involvement of the entire staff in continuing education in the knowledge of the Catholic faith
• the degree to which the (arch)diocesan religion standards/religion curriculum directives are implemented
• the types of collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentoring, group presentations
• the processes used to determine the measurable effect of professional
• development on student work and accomplishment of the expected schoolwide learning results
• availability of complete and current personnel files which reflect compliance with legal and (arch)diocesan requirements
• the degree to which the discipline plan allows teachers to teach and students to learn
• additional evidence
• 
  

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Guiding Questions

Areas of Strength	Evidence		Areas of Growth	Evidence
Moreau faculty is fully qualified for the responsibilities of our positions.	Personnel files and the statistics derived from them WASC Profile Forms Professional Development participation Classroom observations by administration, department heads, and colleagues Course Evaluations Holy Cross Tradition and philosophy begins during the interview process Job description "binder" (see Maggie Bender) 1.9 Moreau Catholic learning community mission statement Annual survey from Diocese Admin and dept leader's observation and appraisals of staff performance
Moreau encourages and provides funding for Professional Development	budget for PD access to PD Hayward Educational Foundation NCLB funding from HUSD Refer to receipts (Mike Aquino) Online professional development Library staff is available to assist with learning new technologies
Moreau staff is committed to all aspects of the school's educational mission	results of parent/student survey tremendous faculty involvement in retreats CMT had to have interviews teacher recommendation process necessary for Link Crew signed mission statement Course Evaluations Classroom observations Communication: Website, On Course, PowerSchool, Back to School Night, 24-hour communication response policy, Updating grades in PowerSchool, Moodle, School is exploring "inclusive tuition model" to include laptops, retreats, and other school-wide activities		Actual practice of the 24-hour communication response policy and updating grades in PowerSchool Inconsistencies in technology usage by staff (especially in regards to posting assignments, etc)
Faculty and staff are engaged in ongoing spiritual and professional development	Staff participation in retreats, faith formation opportunities, professional development, Holy Cross Associates, Holy Cross Institute programs, weekly and monthly masses, faculty/staff retreat, community service projects, moderate clubs, committee participation Personnel files		school-wide articulation of expectations regarding professional development including a definition of what professional development is.
Staff and faculty are committed to leading by example	inviting Saint Clements to Mass Retreat at OLR Book drive and Read-A-Thon Kairos retreat Custodial, maintenance, clerical, campus supervisor and cafeteria staffs' commitment and culture to help maintain high standards for facility maintenance, safety, security and communication
All faculty and many staff are also coaches or moderators of co-curricular activities	contracts personnel guide
A large number of faculty/staff is involved in retreats	Campus ministry rosters
The faculty is always seeking out new technological means of improving instruction	teacher features individual teacher websites Moodle sites for courses creation of custom e-texts from various sources "23 things" program
Moreau has a thriving new teacher support system	new teacher orientation observation by AP and department chairs and lead teacher		more opportunities for formation as Holy Cross educators

• Moreau faculty is fully qualified for the responsibilities of our positions, as evidenced by personnel files, classroom observations, surveys and evaluations.
• Moreau encourages and provides funding for Professional Development, as evidenced by the fact that the faculty is always seeking out new technological means of improving instruction, as well as, budgets, grants, and certificates received.
• Faculty and staff are engaged in ongoing spiritual and professional development, as evidenced by faculty and staff participation in retreats, faith formation opportunities, and mass, as well as leadership in guiding students to become healthy contributors to society.
• Staff and faculty are committed to leading by example, as evidenced by the fact that all faculty and many staff are also coaches or moderators of co-curricular activities, and a large number of faculty/staff is involved in retreats.
  
  

Virtual Evidence Link

Nov. 30, 2010
Use of the word staff is not consistent throughout questions.

February 4, 2011
Is professional development truly required every year or is it optional? Consult with Mile Aquino or Lauren Lek.
Ask Librarians about statistics on participation in a structured workshop by the staff